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Unit 1 Heritage
Suggested Dates: 8/26-10/16
About the Unit: This unit provides students with the opportunity to explore heritage of various cultures. This unit also offers perspectives on heritage that
will help students reflect on and appreciate their family and cultural history.
Big Idea: How has your heritage influenced your life?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
(RIT)
(RFS)
(L)
(W)
(SL)
Reading Literature
Reading: Informational
Reading Foundational
Language
Writing
Speaking/Listening
Use stories from the “Red”
Taught primarily in the
The focus for writing is
The focus is making sure
Text
Skills
section but supplement using
stories and other media to
teach the standard fully
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
RL 5.2* (Assessment1& 2)
RL5.6* (Assessment 1)
RL 5.7* (Assessment 1)
RL 5.9*(Assessment 2)
RIT 5.1* (Assessment 2)
RIT 5.8* (Assessment 2)
RL 5.3
RL 5.4
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RFS 5.4 (Fluency)
RFS 5.3
RIT 5.3
RIT 5.4
“Blue” & “Green” section.
Many CCSS Language
Standards aren’t covered in
Imagine It. Use the CCSS
Literacy Handbook and
other resources to teach
these standards fully
W5.3 (Narrative) the other
standards help support the
students through the
writing process. W 4.7 & W
4.8 are met through
research and Inquiry
projects
students follow discussion
protocols, contribute to class
conversations, and work
collaboratively. There is also
an emphasis on speaking
clearly and developing
presentation skills
L 5.1a* (Assessment 2)
L 5.2a* (Assessment 2)
L 5.2e (Spelling)
L 5.4a* (Assessment 1)
L 5.4b* (Assessment 1)
L 5.4c* (Assessment 1)
L 5.5c* (Assessment 1)
W 5.3 (a-e)*
SL 5.1 (a-d)
SL 5.2
SL 5.4
SL 5.5
SL 5.6
W 5.4
W 5.5
W 5.6
W 5.7
W 5.8
W 5.9
L 5.1c
L 5.3
L 5.3a
L 5.5b
Required Assessments:
Optional Assessments:
i-Ready Diagnostic: 9/14-9/25
CCSS Assessment 1
CCSS Narrative ( 5.3) Writing Assessment : 10/16
CCSS Assessment 2
End of Unit Fluency: Date Given: 10/12-10/16
Narrative Writing Topic Ideas: Personal narrative (auto biography), story about heritage, Personal narrative about a family member
Inquiry Project Ideas: How have you learned about your heritage? How can you keep your heritage alive? What are some of the customs that my family
follows? Why do people emigrate from different countries? Examine our immigration laws. Make a family tree.
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GETTING STARTED 5 DAYS: 8/28-9/4
Unit 1 Lesson 1:
Read Aloud: The Bats
The Land I Lost
Genre: Autobiography
Social Studies Link: Children of the Pear Garden
Fifth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content Objectives for
each standard. These objectives show WHAT students will be
learning.
Reading Literature
 I can identify the theme or main idea in a text, including
how characters respond to challenges; summarize the text.
(RL 5.2)* (ELD 1.6)
 I can interpret the meaning of words using context clues,
including figurative language such as metaphors and
similes. (RL 5.4) (ELD 1.6-8)
 I can describe the author’s point of view and tell how his
point of view influences how events are described.
(RL 5.6)* (ELD 1.6-7)
 I can compare and contrast two or more characters,
settings, or events in a text, drawing upon specific details
in the text. (RL 5.9)* (ELD 1.6)
Reading Informational Text
 I can determine the meaning of academic and domainspecific words in context. (RIT 5.4) (ELD 1.6, 1.8)
 I can determine an author’s main purpose and support it
with evidence from the text. (RIT 5.8)* (ELD 1.7)
 I can quote accurately from a text when explaining what
the text says and when drawing inferences from the text.
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Reading Literature
 Autobiography
 Making Connections
 Visualizing
 Summarizing/Key Ideas/
Details
 Genre
 Browse
 Concept/Question Board
 Author’s Purpose
 Author’s Point of View
 Setting
Reading Informational Text
 Analyze
 Informational Text/KWL
 Handing Off
Approximately Five Days
Suggested Dates: 9/8-9/11
Selection Vocabulary
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

Read Aloud
Placid
Plentifully
Offering



















The Land I Lost
Hamlet
Propped
Edible
Lingered
Inspired
Unjustly
Apparently
Assumed
Reality
Anxiously
Persecute
Logic
Cultivate
Water buffalo
Mythology
Scold
Flatterer
Pitiful
Village
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Literature
 1.1.B Determine Theme
 1.1.C Summarize
 1.2.A Determine Meaning of
Words and Phrases
 1.2.F Point of View
 1.3.B Compare Themes/Topics
Reading Informational Text
 2.2 A Understand Precise
Vocabulary
 2.2.B Understand Content
Words
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
(RIT 5.1)* (ELD 1.6)
Reading Foundational Skills
 I can read on-level text with purpose and
understanding.(RFS 5.4)
 I can use knowledge of phonics, syllabication patterns,
roots and affixes to read unfamiliar words. (RFS 5.3a)
 I can read prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
(RFS 5.4)
Writing
 I can write a personal narrative that includes (W 5.3)* (ELD
1.10, 2.1-2, 2.6-7):
o A clear situation and event sequence
o Use of narrative techniques such as dialogue,
description or pacing to develop events.
o Concrete words and phrases as well as sensory
details to help my reader
o Signal changes in time and place by using
transition words.
o A logical conclusion
 I can collaborate with peers using the writing process to
revise and edit writing. (W 5.5) (ELD 1.4, 1.10, 1.12, 2.1,
2.3-7)
Speaking and Listening
 I can discuss and collaborate with a partner, small group,
or large group to convey ideas and to elaborate on
remarks made by others. (SL 5.1a) (ELD 1.1, 1.3-5)
 I can be prepared and participate in a discussion, having
read or studied required materials, follow agreed-upon
rules, and carry out assigned roles. ( SL 5.1b) (ELD 1.1, 1.35)
 I can pose and respond to specific questions by making
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Reading Foundational Skills
 Fluency
 Word Structure/Roots/
Affixes
 Antonyms/Synonyms
 Compound Words
 Plurals
Sense
Reading Foundational Skills
 3.2.A Fluency
Writing
 Autobiography
 The Writing Process
 Narrative Techniques
 Sensory Details
 Ideas/Organization
Writing
 4.1.C Write Narratives
Speaking and Listening
 Focus/Attention
 Eye Contact
Speaking and Listening
 5.1.A Collaborative Discussions
 5.1.B Listening Skills
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

comments that contribute to the discussion. (SL 5.1c) (ELD
1.1, 1.3-5)
I can explain my own ideas and tell what I’ve learned from
a discussion. (SL 5.1d) (ELD 1.1, 1.3-5)
I can summarize a written text that is read aloud. (SL 5.2)
(ELD 1.5-6)
Language
 Verbs/Verb Phrases
 Word Structure
 Affixes
 Reference materials
Language
 6.1.C Verbs
 6.1.K Spelling
 6.3.A Multiple-Meaning Words
 6.3.H Build Vocabulary
Language
 I can use verb tense to convey various times and
conditions. (L 5.1c) (ELD 1.1-4, 1.9-12, 2.2-7)
 I can expand, combine, and reduce sentences to enhance
meaning. (L 5.3a) (ELD 1.1-12, 2.2-7)
 I can spell our weekly spelling words correctly. (L 5.2e)
(ELD 1.10-11)
 I can use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better understand
the words. (L 5.5c)* (ELD 1.7-8, 1.12)
 I can use Greek and Latin affixes to learn the meaning of a
word. (L 5.4b)* (ELD 1.6-8)
 I can verify my inferred meaning of an unknown word by
consulting reference materials. (L 5.4c)* (ELD 1.6-8)
Support for ELs:
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Launching the Theme: 20C & 20D
Concept/Question Board: 20T, 22F, 37, 39, 39F
Leveled Readers:
Strategic Level: Honoring Our Ancestors
Benchmark Level: Family Connections
English Learner: A Family Journey
Advanced Level: An Ocean Away
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Standards for Lesson 1:
RL 5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text. *
RL 5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. *
RL 5.6: Describe how a narrator’s or speaker’s point of view influences how events are described. *
RL 5.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.*
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*
RIT 5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RIT 5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points.*
RFS 5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
RFS.5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.3(a-e): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences . *
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
SL 5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
SL5.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
SL 5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L 5.1c:
L 5.2e:
L 5.3a:
L 5.4b:
L 5.4c:
Use verb tense to convey various times, sequences, states, and conditions.
Spell grade-appropriate words correctly, consulting references as needed. *
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). *
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases. *
L 5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand the words. *
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Unit 1 Lesson 2:
Our Song
Genre: Realistic Fiction
Social Studies Link: The Land of Senegal
Content Objectives
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Literature
 I can interpret the meaning of words using
context clues, including figurative language such
as metaphors and similes. (RL 5.4) (ELD 1.6-8)
 I can describe how an author’s point of view
influences how events in a text are described.
(RL 5.6)* (ELD 1.6-7)
 I can compare and contrast two or more
characters, settings, or events in a text, drawing
upon specific details in the text. (RL 5.3) (ELD
1.6-7)
 I can identify the theme or main idea in a text,
including how characters respond to challenges;
summarize the text. (RL 5.2)* (ELD 1.6)
Reading Foundational Skills
 I can use word structure (prefixes, suffixes, root
words) to read fluently and understand the
meaning of words. (RFS 5.3a)
 I can read on-level text with purpose and
understanding. (RFS 5.4)
Academic Services Department 2015-2016
Fifth Grade
Language Arts
Academic Vocabulary
Approximately Five Days
Suggested Dates: 9/14-9/18
Selection Vocabulary



Reading Literature

 Clarifying

 Asking Questions

 Predicting

 Context Clues

 Clues/Problems/Wonderings 
 Author’s Point of View

 Character

 Compare/Contrast

 Realistic Fiction

 Heritage

 Influenced

 Concept/Question Board

 Handing-Off


Reading Foundational Skills

 Fluency

 Accuracy

 Prefix /Suffix

 Root Word
 Possessives
Imagine
Moods
Lavender
Delicate
Ship
Hummed
Surrounded
Mist
Ignores
Quivers
Senegal
Traders
Tickle
Shoot out
Groundnut
Dakar
Market
Related
Scarves
Saddles
Whistles
Winding
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards.
Reading Literature
 1.1.B Determine Theme
 1.1.C Summarize
 1.1.D Compare and Contrast
Characters
 1.1.E Compare and Contrast Settings
 1.1.F Compare and Contrast Events
 1.2.A Determine Meaning of Words
and Phrases
 1.2.F Point of View
Reading Foundational Skills
 3.2.A Develop Fluency
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Writing
Writing
 Inform/Explain
 I can write a personal narrative that includes
 Main Ideas/Supporting
(W 5.3)* (ELD 1.10, 2.1-2, 2.6-7): (Idea from
Details
Theme Connections: Describe a memory that you  Summarize
would want to share with a grandchild someday)
 Audience
o A clear situation and event sequence
 Ideas/Organization
o Use of narrative techniques such as
 Story Map
dialogue, description or pacing to develop  Conflict/Resolution
events.
o Concrete words and phrases as well as
sensory details to help my reader
o Signal changes in time and place by using
transition words.
o A logical conclusion
 I can produce clear, coherent writing, and
organization appropriate to task, purpose and
audience. (W 5.4) (ELD 1.4, 1.10-12, 2.1-2)
 I can collaborate with peers using the writing
process to revise and edit writing. (W 5.5) (ELD
1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can (we can) choose several sources to gather
information for my (our) Inquiry project . (W 5.7)
(ELD 1.10)
 I can take notes and organize information for my
inquiry project in my writer’s notebook. (W 5.8)
Speaking and Listening
(ELD 1.10)
 Collaborate
 Discussion
Speaking and Listening
 Communicate Clearly
 I can engage in a variety of discussions,
expressing ideas clearly; speak clearly at an
understandable pace. (SL 5.1) (ELD 1.1, 1.3-5)
 I can compare and contrast two or more
characters, settings, or events in a text, drawing
upon specific details in the text. (SL 5.4) (ELD 1.9,
1.11-12, 2.1-2, 2.5-7)
Academic Services Department 2015-2016
Writing
 4.1.C Write Narrative Texts
 4.2.A The Writing Process
 4.3.A Use the Research Process
Speaking and Listening
 5.1.A Collaborative Discussions
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
I can be prepared and participate in a discussion,
having read or studied required materials, follow
agreed-upon rules, and carry out assigned roles.
(SL 5.1) (ELD 1.1, 1.3-5)
Language
 I can use correct conventions, capitalization,
punctuation, and spelling when speaking and
writing. (L 5.3) (ELD 1.1-12, 2.2-7)
 I can spell our weekly spelling words correctly.
(L 5.2e) (ELD 1.10-11)
 I can expand, combine, and reduce sentences to
enhance meaning. (L 5.3a) (ELD 1.1-12, 2.2-7)
 I can use context to determine the meaning of a
word. (L 5.4a)* (ELD 1.6-8)
 I can use Greek and Latin affixes and roots to
establish the meaning of a word. (L 5.4b)* (ELD
1.6-8)
 I can consult reference materials, both print and
digital, to spell grade-appropriate words correctly
and to determine the meaning of words. (L 5.4c)*
(ELD 1.6-8)
Support for ELs:
Language
 Subjects/Predicates
 Simple Sentences
 Types of Sentences
 Declarative: a statement
 Interrogative: a statement
 Imperative: a command
 Exclamatory: an expression
of excitement
Language
 6.1.J Titles of Works
 6.1.K Spelling



6.2.A Use Precise Language
6.2.C Effective Sentences
6.2.D Compare Language Use




6.3.A
6.3.B
6.3.C
6.3.D
Multiple-Meaning Words
Use Context Clues
Understand Word Parts
Use Print and Digital Resources
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 42E, 56, 59, 59F
Leveled Readers:
Strategic Level: Honoring Our Ancestors
Benchmark Level: Family Connections
English Learner: A Family Journey
Advanced Level: An Ocean Away
Standards for Lesson 2:
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RL 5.2: Determine the theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL 5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL 5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL 5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.
RF5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
RFS.5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.3(a-e): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences *
W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic,
W 5.8: Recall relevant information from experiences or gather relevant information from print and digital sources.
SL 5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
SL 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
L 5.2e:
L 5.3:
L 5.3a:
L 5.4a:
L5.4b:
L 5.4c:
Spell grade-appropriate words correctly, consulting references as needed. *
Use knowledge of language and it conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Use context (e.g., cause and effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.*
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis *
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases. *
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Unit 1 Lesson 3:
The Dancing Bird of Paradise
Genre: Biography
Social Studies Link: Chanoyu
Content Objectives
Fifth Grade
Language Arts
Academic Vocabulary
Throughout each lesson teachers have
Content Objectives for each standard. These
objectives show WHAT students will be
learning.
Reading Literature
 I can describe how the author’s point of
view influences the description of events
in the text. (RL 5.6)* (ELD 1.6-7)
 I can interpret the meaning of words using
context clues, including figurative
language such as metaphors and similes.
(RL 5.4) (ELD 1.6-8)
 I can analyze how visual and multimedia
elements contribute to the meaning of a
text. (RL 5.7)* (ELD 1.6)
Reading Foundational Skills
 I can use knowledge of phonics,
syllabication patterns, and morphology to
read multisyllabic words. (RFS 5.3a)
 I can read on-level text with purpose and
understanding. (RFS 5.4)
 I can read prose and poetry orally with
accuracy, appropriate rate, and expression
on successive readings. (RFS 5.4)
 I can use context to confirm or self-correct
Academic Services Department 2015-2016
Approximately Five Days
Suggested Dates: 9/21-9/25
Reading Literature
 Analyze
 Biography
 Making Connections
 Visualizing/Clarifying
 Author’s Point of View
 Making Inferences
 KWL
Reading Foundational Skills
 Synonym
 Prefix
 Quotation Marks
 Intonation
 Expression
Selection Vocabulary






















Kimono
Phonograph
Beckoned
Startled
Poised
Internment
Barrack
Ascend
Donned
Soloed
Enrich
Sweltered
Lilting
Kabuki
Loyal
Orderly
Converted
Roll call
Blistering
Professional
Flutter
Agent
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
R Reading Literature
 1.2.F Point of View
 1.3.A Analyze Visual and
Multimedia Content
Reading Foundational Skills
 3.2.A Fluency
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word recognition and understanding,
rereading as necessary. (RFS 5.4)
Writing
 I can continue to work on my personal
narratives adding more sensory details and
narrative techniques. (W 5.3)* (ELD 1.10,
2.1-2, 2.6-7)
 I can collaborate with peers using the
writing process to revise and edit writing.
(W 5.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can use technology, including the
Internet, to produce and publish writing.
(W 5.6) (ELD 1.2, 1.10)
 I can continue researching with my peers,
information for our inquiry project.
 (W 5.7) (ELD 1.10)
Speaking and Listening
 I can come to discussions prepared, having
read or studied required material.
(SL 5.1a) (ELD 1.1, 1.3-5)
 I can follow agreed-upon rules for
discussion and carry out assigned roles.
(SL 5.1b) (ELD 1.1, 1.3-5)
 I can pose and respond to specific
questions by making comments that
contribute to the discussion and elaborate
on the remarks of others. (SL 5.1c) (ELD
1.1, 1.3-5)
Language
 I can spell my spelling words correctly.
(L 5.2e) (ELD 1.10-11)
 I can consult reference materials, both
print and digital, to spell grade-
Academic Services Department 2015-2016
Writing
 Sensory details
 Editing
 Technology
 Publish
 Research
 Inquiry
Speaking and Listening
 Collaborate/Discuss
 Graphics
 Culture/Media
 Interpretation
 Transmission of Culture
 Inform/Entertain
Language
 Adjectives
 Articles
 Adverbs
 Imperative/Command/Exclamatory/
Express Strong Feeling
 Interrogative/Question/Declarative/
Writing
 4.1.B Write Narratives
 4.2.A The Writing Process
 4.3.A Use the Research
Process
Speaking and Listening
 5.1.A Collaborative
Discussions
Language
 6.1.K Spelling
 6.2.C Effective Sentence
 6.3.B Use Context Clues
 6.3.G Understand Word
Relationships
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appropriate words correctly and to
determine the meaning of words. (L 5.4c)*
(ELD 1.6-8)
 I can expand, combine, and reduce
sentences to enhance meaning. (L 5.3a)
(ELD 1.1-12, 2.2-7)
 I can use context (e.g., cause/effect
relationships and comparisons in text) as a
clue to the meaning of a word or phrase.
(L 5.4a)* (ELD 1.6-8)
 I can use the relationship between
particular words (e.g., synonyms,
antonyms, homographs) to better
understand each of the words. ( L 5.5c)*
(ELD 1.7-8, 1.12)
Support for ELs:
Statement
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 62E, 74, 77, 77F
Leveled Readers:
Strategic Level: The Journey to Freedom
Benchmark Level: Leading an Inspired Life
English Learner: From Caterpillar to Butterfly
Advanced Level: Celebrating With Song
Standards for Lesson 3:
RL 5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL 5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.
RL 5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
RF5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
RF5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.3(a-e): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences *
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W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic,
W 5.8: Recall relevant information from experiences or gather relevant information from print and digital sources.
SL 5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL5.1b: Follow agreed-upon rules for discussion and carry out assigned roles.
SL 5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
L 5.2e: Spell grade-appropriate words correctly, consulting references as need
L 5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L 5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L 5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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Unit 1 Lesson 4:
From Miss Ida’s Porch
Genre: Realistic Fiction
Social Studies Link: A Time Line of the American
Civil Rights
Content Objectives
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Literature
 I can determine the theme of a story from details in
the text, including how characters respond to
challenges. (RL 5.2)* (ELD 1.6)
 I can compare and contrast two or more characters,
settings, or events in a text, drawing upon specific
details in the text. (RL 5.3) (ELD 1.6-7)
 I can determine the meaning of words and phrases
as they are used in a text, including figurative.
(RL 5.4) (ELD 1.6-8)
Reading Informational Text
 I can discuss the relationship between two
characters, fictional or historic, based on specific
information in the text.(RIT 5.3) (ELD 1.6)
 I can interpret the meaning of words using context
clues, including figurative language such as
metaphors and similes. (RIT 5.4) (ELD 1.6, 1.8)
 I can quote accurately from a text when explaining
what the text says and when drawing inferences
from the text. (RIT 5.1)* (ELD 1.6)
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Fifth Grade
Language Arts
Academic Vocabulary
Approximately Five Days
Suggested Dates: 9/28-10/2
Selection Vocabulary



Reading Literature

 Realistic Fiction

 Monitor Understanding
Adjust Reading Speed

 Visualize/Summarize

 Drawing Conclusions

 Sequencing

 Figurative Language

 Clues/Problems/Wonderings

/CPW










Attitude
Claim
Magnificent
Spellbound
Emancipator
Section
Concert
Finest
Forbidden
Trolley
Civilizations
Dedication
Glorious
Fright
Messin’ up
Booming
Grand
Fooling
Twist
Farewell
Velvet
Cooperating
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Literature
 1.1.A Quote Accurately
 1.1.B Determine Theme
 1.1.C Summarize
 1.2.A Determine Meaning of
Words and Phrases
 1.2.B Figurative Language
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Reading Foundational Skills
 I can use phonics, syllabication, roots and affixes) to
read multisyllabic words. (RFS 5.3a)
 I can read prose and poetry orally with accuracy,
appropriate rate, and expression on successive
readings. (RFS 5.5)*
Writing
 I can write a personal narrative that includes
(W 5.3)* (ELD 1.10, 2.1-2, 2.6-7): (Can use Theme
Connection prompt or any other narrative prompt
that works for your class)
o A clear situation and event sequence
o Use of narrative techniques such as
dialogue, description or pacing to develop
events.
o Concrete words and phrases as well as
sensory details to help my reader
o Signal changes in time and place by using
transition words.
o A logical conclusion
 I can produce clear, organized writing that is
appropriate to task, purpose, and audience. (W 5.4)
(ELD 1.4, 1.10-12, 2.1-2)
 I can develop and strengthen writing by using the
writing process: planning, revising, editing,
rewriting, or trying a new approach. (W 5.5) (ELD
1.4, 1.10, 1.12, 2.1, 2.3-7)
Speaking and Listening
 I can come prepared to our discussions. (SL 5.1a)
(ELD 1.1, 1.3-5)
 I can follow agreed-upon rules for discussions.
(SL 5.1b) (ELD 1.1, 1.3-5)
Academic Services Department 2015-2016
Reading Foundational Skills
 Suffix
 Fluency with Dialogue
 Proper Intonation (pitch,
inflection, tone)
 Dialect
Reading Foundational Skills
 3.1.A Multisyllabic Words

3.2.A Develop Fluency
Writing
 Writer’s Process
 Traits: Ideas/Organization
Writing
 4.1.A Write an Opinion
 4.2.A The Writing Process
 4.3.B Use Text Evidence
Speaking and Listening
 Metaphor/Simile
 Figurative Language
 Explain/Define
Speaking and Listening
 5.1.A Collaborative Discussions
Language
 Metaphor/Simile
 Commas
 Capitalization
 Figurative Language
 Idiom
Language
 6.1.H
 6.1.I
 6.1.K
 6.3.A
 6.3.B
Capitalization
Punctuation
Spelling
Multiple-Meaning Words
Use Context Clues
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

I can ask and answer questions that contribute to
the discussion. (SL 5.1c) (ELD 1.1, 1.3-5)
I can explain my own ideas and tell what I’ve
learned from a discussion. (SL 5.1d) (ELD 1.1, 1.3-5)

6.3.C Understand Word Parts
Language
 I can spell this week’s spelling words correctly.
(L 5.2e) (ELD 1.10-11)
 I can identify items in a series and punctuate them
correctly. (L 5.2a)* (ELD 1.10-11)
 I can use context clues to decide the meaning of a
word. (L 5.4a) (ELD 1.6-8)
 I can interpret figurative language, including idioms,
adages, and proverbs. (L 5.5b) (ELD 1.7-8, 1.12)
Support for ELs:
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 80E, 93, 95, 95F
Leveled Readers:
Strategic Level: The Journey to Freedom
Benchmark Level: Leading an Inspired Life
English Learner: From Caterpillar to Butterfly
Advanced Level: Celebrating With Song
Standards for Lesson 4:
RL 5.2: Determine the theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text. *
RL 5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
RL 5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. *
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*
RIT 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
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based on specific information in the text.
RIT 5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area
RF5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of context.
RFS 5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.3(a-e): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences *
W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)
SL 5.1 (a-d): Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
L5.2a:
L5.2e:
L5.4a:
L5.5b:
Use punctuation to separate items in a series. *
Spell grade-appropriate words correctly, consulting references as needed. *
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Recognize and explain the meaning of common idioms, adages, and proverbs.
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Unit 1 Lesson 5:
Two Worlds: A Yup’ik Eskimo Family
Genre: Expository Text
Science Link: The Laketown Water Treatment Plant
Poetry: I Look At You, Mama’s Glory
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Literature (Use poems at the end of Unit 5)
 I can identify the theme of a poem. (RL 5.2)*
(ELD 1.6)
 I can determine the meaning of figurative
language when used in text. (RL 5.4) (ELD 1.6-8)
 I can identify similar themes and topics in the
two poems. (RL 5.9)* (ELD 1.6)
Reading Literature
 Figurative language
Reading Informational Text
 Expository Text
Reading Informational Text
 Compare/Contrast
 I can examine and understand the interactions
 Clarifying/Asking Questions
between two or more people, events, ideas,
 Summarizing
and concepts in historical text. (RIT 5.3) (ELD
 Main Idea/Details
1.6)
 Text Structure
 I can quote accurately from a text when
 Language Use: Accurate
explaining what the text says and when drawing
Words, Vivid Images p. 107
inferences from the text. (RIT 5.1)* (ELD 1.6)
 KWL
 I can establish two or more main ideas of a text  Handing Off
with supporting details; summarize the text.
(RIT 5.2) (ELD 1.6-7)
 I can locate the reasons and evidence an author
uses to support particular points in a text.
Academic Services Department 2015-2016
Fifth Grade
Language Arts
Approximately 10 Days
Suggested Dates: 10/5-10/16
Selection Vocabulary






















Ancestors
Vast
Tilted
Withered
Inhabit
Role
Luxury
Freighter
Sewage
Fluent
Tundra
Lagoon
Spawned
Scattered
Resources
Secluded
Parka
Seasonal
Standard
Relying
Permanently
Ptarmigans
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards
Reading Literature
 1.3 A Determine Meaning of Words
and Phrases
 1.3 B Compare Themes and Topics
Reading Informational Text
 2.1.A Quote Accurately
 2.1.B Determine Main Ideas and
Supporting Details
 2.1.C Summarize
 2.1.D Read Historic Text

2.3.C Use Multiple Sources
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(RIT 5.8)* (ELD 1.7)
Reading Foundational Skills
 I can read grade level text fluently and show
comprehension through voice, timings, and
expression. (RFS 5.4)
Writing
 I can use technology and keyboarding skills to
produce and publish writing; interact and
collaborate with others. (W 5.6) (ELD 1.2, 1.10)
 I can work with peers and adults to improve
writing by using the writing process: planning,
revising, editing, or rewriting. (W 5.5) (ELD 1.4,
1.10, 1.12, 2.1, 2.3-7)
 I can compose written responses and include
textual evidence to strengthen my analysis,
reflection, and/ or research. (Inquiry) (W 5.9)
(ELD 1.10)
Speaking and Listening
 I can be prepared and participate in a
discussion, having read or studied required
materials, follow agreed-upon rules, and carry
out assigned roles. (SL 5.1 a-b) (ELD 1.1, 1.3-5)
 I can distinguish between formal and informal
speech and analyze the situation to determine
appropriate speech use. (SL 5.6) (ELD 1.1, 1.3-4,
1.9, 1.11-12, 2.3-7)
 I can ask and answer questions and making
comments to contribute to the discussion.
(SL 5.1c) (ELD 1.1, 1.3-5)
 I can draw conclusions from information
gleaned from the discussions. (SL 5.1d) (ELD
1.1, 1.3-5)
Academic Services Department 2015-2016
Reading Foundational Skills
 Fluency
Writing
 Organization Ideas
 Voice/Ideas/Leads
 Sentence Fluency
 Writing Process
Speaking and Listening
 Present
 Respond
 Note Taking




Poetry
Drift
Tan
Continent
Sculpted
Reading Foundational Skills
 3.2.A Fluency
Writing
 4.2.A Writing Process
 4.3.B Use Text Evidence
Speaking and Listening
 5.1.A Collaborative Discussions
 5.2.A Present a Report
 5.2.C Levels of Language
(formal/informal)
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

I can report on a topic or present an opinion,
including facts details to support a claim; speak
clearly at an understandable pace. (Inquiry or
Published writing) (SL 5.4) (ELD 1.9, 1.11-12,
2.1-2, 2.5-7)
I can include multimedia components when
appropriate. (SL 5.5) (ELD 1.9)
Language
 Conjunction
 Preposition
 Interjection
 Preposition
 Perfect tense
Language
 6.1.G: Prepositions, Conjunctions,
and Interjections
 6.1.B Verbs
 6.1.K Spelling
 6.3.B Use Context Clues
Language
 I can spell this week’s spelling words correctly.
(L 5.2e) (ELD 1.10-11)
 I can define conjunction, preposition, and
interjection and explain their function in a
sentence. (L 5.1a)* (ELD 1.1-4, 1.9-12, 2.2-7)
(Not taught/Need to Supplement)
 I can and use the perfect verb tenses. (L 5.1b)*
(Need to Supplement) (ELD 1.1-4, 1.9-12, 2.27)
 I can use context clues to decipher the meaning
of a word. (L 5.4a) (ELD 1.6-8)
Support for ELs:
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 98E, 120, 121F, 123, 123F
Unit Celebration: 131K, 131L
Leveled Readers:
Strategic Level: Strength in Words
Benchmark Level: Cooking Up the Past
English Learner: Potluck Surprise
Advanced Level: Rosa Quinceanera
Standards for Lesson 5:
RL 5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.*
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RL5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. *
RL 5.9: Compare and contrast stories in the same genre on their approaches to similar themes and topics.*
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. *
RIT 5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RIT 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
RIT 5.8: Explain how an author uses reasons and evidence to support particular points a text, identifying which reasons and evidence support which points.*
RF5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate command of language standards 1-3 up to and including grade 5 on pages 28 and 29 of Utah
Core Standards.)
W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W5.9b: Apply grade 5 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which points”).
SL5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
SL5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
SL 5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main
ideas or themes.
SL 5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and
3 on pages 28 and 29 for specific expectations.)
L 5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.*
L 5.1b: Form and use the perfect verb tenses.*
L 5.2e: Spell grade-appropriate words correctly, consulting references as needed. *
L 5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
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